AC9LJ4C05 Year 3 Languages

AC9LJ4C05 – Year 3 Languages: Creating text in Japanese

Strand

Communicating meaning in Japanese

Substrand

Creating text in Japanese

This Content Descriptor from Year 3 Languages provides the specific knowledge and skills students should learn. Use it to plan lessons, create learning sequences, and design assessments that align with the Australian Curriculum v9.

Content Descriptor

create and present informative and imaginative spoken, written and multimodal texts using formulaic expressions, simple sentences, modelled textual conventions, hiragana with the chart as support, and familiar kanji appropriate to context

Elaborations

• creating imaginary animals or anime-style characters and presenting them through performance, digital display or visual representation, cartoon, puppets, for example, こちらはかっぱです。みどりです。川がすきです。目が大きいです。
• creating short bilingual versions of familiar texts such as songs, picture dictionaries, captions for images and displays or photo stories
• creating a chart, diorama, page of a ‘Big Book’ or digital presentation to showcase elements of their Japanese language learning to others
• creating simple descriptions in Japanese and matching them to appropriate First Nations Country/Place locations in their local area or elsewhere in Australia
• creating and/or presenting a set of simple written instructions or steps for a peer or the class to follow, for example, drawing an imaginary character or monster, 一ばん:くちをかいてください、おおきいです。二ばん:みみをかいてください、ちいさいです, etc.
• creating informative texts, for example, describing themselves, family members or friends, and identifying relationships such as お母さん, using modelled language and support resources, お父さんのなまえはケンです。やきゅうとおんがくがすきです。やさしい人です。
• incorporating onomatopoeic sounds or expressions such as ワンワン、モグモグ、やった！、たいへん、あれ？、がんばって！ into written and spoken texts to enrich texts and entertain others, for example, using speech bubbles, captions and simple expressive interjections

Show 2 more elaborations

• using digital tools to label aspects of their daily routine and home life (captions, speech bubbles, etc.), including expressions of time, for example, depicting waking in the morning with a clock displaying 七じ and the words おはようございます
• creating scaffolded texts using hiragana, including use of diacritic marks, long vowels and blended characters as formulaic language, as well as some kanji relevant to the context such as 大、小、犬、本、水, etc.

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 3 ASLANJAPF10Y34

Year 3 Languages Achievement Standard

By the end of Year 4, students use Japanese language to initiate structured interactions to share information related to the classroom and their personal world. They use modelled language to participate in spoken and written activities that involve planning. They locate and respond to key items of information in texts using strategies to help interpret and convey meaning in familiar contexts. They use modelled language and basic syntax to create texts. They use hiragana with support, and familiar kanji appropriate to context.Students imitate hiragana sounds, pronunciation and intonation patterns of Japanese language. They demonstrate understanding that Japanese has non-verbal, spoken and written language conventions and rules to create and make meaning. They recognise that some terms have cultural meanings. They identify patterns in Japanese and make comparisons between Japanese and English. They understand that the Japanese language is connected with culture, and identify how this is reflected in their own language(s) and culture(s).